I like to think of Physics as the language of the universe. It is everywhere around us and allows us to appreciate the world we live in; from the beautiful colours of the Morpho butterfly wings, to the fascinating swarming dance of birds, from the efficiency of a swimmer to the spins of a figure skater. No matter what our political, religious or moral views are, physics is the common denominator that we all share.
Like many girls around the world, however, I was not encouraged to think of Physics as a subject for me when I was growing up. There was an assumption that, as a girl, I would be better suited to some of the other ‘softer’ subjects (as it was viewed). I think that was what spurred me on to pursue physics!
Sadly, this experience is not uncommon. UK statistics show that girls make up 23% of students studying A-level physics in the UK. While this represents a slight increase from previous years, physics remains one of the less popular STEM subjects for female students compared to fields like biology or chemistry, where there is a more even gender balance. Despite growing participation, physics still trails significantly behind in attracting female students, largely due to factors like confidence issues and societal stereotypes about the subject being male-dominated.
In our Senior School Physics department, there has been a concerted effort to address the national trend of low female engagement. One of our long-running initiatives is the popular Girls in Physics lecture series which celebrates its tenth anniversary this year, and which I have been running for the last six years. It features two events per term for pupils in Y10 and above, with guest speakers who are female physicists working in research/tech/industry.
The aim of the programme is to provide role models for our pupils and inspire them to pursue the subject further. We run the programme in partnership with our Chrysalis team, recruiting students from partner state schools across the borough. Whilst we ensure that pupils have secure points of reference within the topics that are covered, the content goes well beyond what they are exposed to in their studies, both GCSE and A levels.
We’ve had speakers from many branches of physics to show how widely it can be applied, so the topics can be very varied. Last term we had Dr Camilla Tossi who specialises in semiconductor physics and has created a start-up company to train future astronauts. Camilla and her team are using a freefall tower to simulate the experiments that can be done on the International Space Station. It was a fascinating session; so much so, we invited her back due to popular demand!
We’ve had a researcher from UCL, Dr Mina Kim, who is in the field of medical physics, working on cancer imaging. On another occasion, we had a PhD student from Queen Mary, Margaret-Ann Withington, who is using supercomputers to simulate quantum physics phenomena. A Highgate alumna also joined us to share her master’s research in applied physics, transitioning from a dedicated attendee as an A-level student at our school to a speaker! This week we were joined by Dr Charlotte Simmonds, who is unveiling the origins of our Universe using data from the James Webb Telescope.
It’s a lovely environment, very relaxed and friendly. We always get lots of questions from the girls who feel at ease with the speakers. It’s also a great chance to meet like-minded pupils from other schools, to share common interests and see the many different aspirations for the future. The students are really motivated, and often travel quite far to come.
It’s great to see pupils coming back year after year and witnessing the tangible impact that it has on them. I’ve had girls attending since Y9/10 who went on to choose A level Physics, and others from partner schools who were so inspired, they went on to study physics at university.
The Girls in Physics programme is just one part of Highgate’s wider strategic approach to enhance female engagement. In sixth form, all the girls are grouped in three classes at 50:50 ratio, rather than spread thinly across all five. The impact has been positive and visible, with excellent feedback, and the number of girls taking Physics at Highgate is significantly above the national average.
All our teachers are committed to creating inclusive classroom environments to facilitate a balance of voices in the classroom, making sure that girls feel at ease and confident to speak up. The examples we use of physics in everyday life are intentionally gender balanced, so that everybody, not just girls, feels invited to join in.
I’ve made a conscious choice to teach in a co-educational environment. Physics, especially, is at its best when there is a cross fertilisation of ideas – women, men, different cultures. School must simulate the outside world as much as possible, so that it’s not too much of a shock for pupils when they leave.
From my own experience, I know how important it is to normalise what physics is about and show that you don’t need to be Einstein to be good at physics. You can be a person who’s versatile on many fronts. For example, you can be very good at public speaking or finding grants for your research. There are lots of different skills required to be a good physicist.
It’s inspiring to see our efforts to balance gender representation at Highgate making a real difference, opening doors for more young women to explore and marvel at the wonders of physics and the universe.
About the author Dr Serena Repetto, Physics Teacher at Highgate and LAET Serena joined Highgate in 2018 and teaches Physics at both Highgate and our partner school LAET. She is the Head of Cross-country and leads the Yoga Society. Having lived in five different countries, Serena considers herself a citizen of the world. She enjoys participating in triathlons, learning new languages, and reading.
